Abstract
MOOCs (Massive Open Online Courses) and NOOCs (Nano Open Online Courses), which are part of e-learning, are being incorporated into the online teaching strategies of higher education institutions around the world. Research on the outcomes of their implementation has shown both their educational potential and their limitations. However, little is known about the instructional effectiveness of these courses and their potential contribution to the acquisition of specific competencies linked to the TPACK (Technological Pedagogical Content Knowledge) model for the training of future Geography and History teachers. To this end, this study examines perceptions regarding the instructional effectiveness of two MOOCs and two NOOCs on geographical and historical education, through an analysis of the performance in TPACK competency dimensions of future teachers (n = 1993). Based on a cross-sectional descriptive approach, central tendency statistics analyses (mean and standard deviation) and inferential analyses (MannWhitney U test and Wilcoxon rank-sum) were used. Participants reported optimal levels of satisfaction across all competency dimensions of the model for their teacher training. Inferential statistical analyses further revealed the existence of statistically significant differences depending on participants' university and gender. Both the instrument applied and the results obtained are of use in making educational decisions regarding the design and implementation strategies of MOOCs and NOOCs specifically aimed at the professional development of future Geography and History teachers.
Highlights
The explicit recognition of the use of information and communication technologies (ICTs) and the acquisition of teachers’ digital competence (TDC) are reflected in the guidelines of the European Higher Education Area, in the 2006 European recommendation [1], and, more recently, as being among the priorities of the European Commission [2]
The Information and Knowledge Society (IKS) requires the training of independent professionals in personal, social, and professional digital competencies, with the ability to adapt to new social demands
DESCRIPTIVE ANALYSES Table 2 shows the values obtained from the descriptive statistical analysis (Table 2). These findings show the students’ positive perception of the usefulness of the MOOC and NOOC training resource for their teaching work
Summary
The explicit recognition of the use of information and communication technologies (ICTs) and the acquisition of teachers’ digital competence (TDC) are reflected in the guidelines of the European Higher Education Area, in the 2006 European recommendation [1], and, more recently, as being among the priorities of the European Commission [2]. The NOOCs (‘‘Introduction to geographical ICT tools for the Bachelor’s Degree in Primary Education and the Master’s Degree in Secondary Education: Topographic sections’’ [http://cort.as/-MWBG] and ‘‘Initiation to geographical ICT tools for the Bachelor’s Degree in Primary Education and the Master’s Degree in Secondary Education: Choropleth maps’’ [http://cort.as/-MWBP]), were structured around an initial section about pedagogical and educational content in video format and a PowerPoint presentation, a set of complementary material (links and bibliographic references), and a practical test with the purpose of confirming the knowledge acquired throughout the course Both the MOOCs and the NOOCs offered spaces for social interaction (forums), in which participants could raise questions, learn among peers, and propose training alternatives to the topic addressed. The descriptive results show in all its dimensions (M ≥ 4.75, SD ≤ 0.978) an optimal development and acquisition of TPACK competencies within the specific area of Didactics of Geography and History, main objective of the four digital courses design
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